trends in world educational media based on entries to the japan prize since 2000

Trends in World Educational Media Based on Entries to the JAPAN PRIZE since 2000 Sachiko Imaizumi KODAIRA NHK Broadcasting Culture Research Institute August 1, 2011 Outline 1.. Develo

Trends in World Educational Media Based on Entries to the JAPAN PRIZE since 2000

Sachiko Imaizumi KODAIRA NHK Broadcasting Culture Research Institute

August 1, 2011

Outline

1 Fresh Perspectives on Social Realities

2 Looking into the Realities of the Past

3 Diverse Programs Treating the Hearts and Minds of Children

4 Enhancing Interest in Science

5 Responses to School Issues

6 Diverse Developments for Teenagers

7 Diversity and Interactivity in Programs for Pre-school Children

8 Developments in the New Media Environment

Forty-five years have passed since the JAPAN PRIZE International Educational Program Contest was established by the Japan Broadcasting Corporation (NHK) in

1965 The contest is aimed at improving the quality of educational programs around the world and contributing to the development and fostering of international understanding and cooperation For the 37th JAPAN PRIZE held in 2010, a total of 409 entries were submitted by 226 organizations from 64 countries and regions

This article is based on the author’s “‘Nippon Sho’ konkuru ni miru sekai no kyoiku

bangumi/kontentsu no choryu,” published in the March 2011 issue of Hoso kenkyu to chosa, the

monthly journal of the NHK Broadcasting Culture Research Institute; this English version for international readers has been updated with important additional information The author wishes

to thank the JAPAN PRIZE Contest Secretariat for its cooperation in the preparation of this English version

(The original Japanese version including various program photos is available at

http://www.nhk.or.jp/bunken/summary/research/report/2011_03/110307.pdf ）

Sachiko Imaizumi Kodaira has been engaged in research regarding the educational uses of the media and children and the media since joining NHK in 1977 In both areas, she examines both the Japanese situation and international trends She has been participating as a research observer

of the JAPAN PRIZE for over thirty years and served as a juror on the screening committee in

2006 For the JAPAN PRIZE 2010, she gave a special lecture on “The Trends of the World’s Educational Contents: Grand Prix Japan Prize Winners Revisited,” which included program screenings taken from the JAPAN PRIZE Video Library (October 23, 2010)

Over the years, the contest has reflected the characteristics of educational broadcasting around the world amid the evolving media and educational environment of each era In the early days of the JAPAN PRIZE educational programs focused mainly

on supplementing the school curriculum in such subjects as language and literature, math, and science, and basic education such as through adult education courses in foreign languages, vocational training, and literacy However, as society experiences ever-increasing change, programs have increasingly focused upon the variety of issues each society faces

The themes of educational programs have diversified to include environmental concerns, cross-cultural communication, war and peace, poverty and child labor, HIV/AIDS, drugs, bullying and discrimination, issues in child psychology, family issues, child abuse, and teacher-student relations Many of these issues are increasingly shared

by countries worldwide Another characteristic is that the necessity of facing the harsh realities of society, once a theme of programs largely addressed to adults, has in recent years become the theme of programs addressed to children Broadcasting has the journalistic potential to face such present-day issues, and this is an excellent feature of television programs including those of the educational kind Thus, in contrast to the school-curriculum-based programs that were once the leading entries to the JAPAN PRIZE, those dealing with contemporary issues are increasing, both in the list of entries and among the prize winners

The JAPAN PRIZE has also adapted to changes in the media Between 1965 and

2001, the contest targeted broadcast programs (radio and TV programs until 1989, and starting in 1991 TV only) In response to the rapid spread of the Internet, which began

in the late 1990s, a Web Division for websites linked to TV programs was established in

2002

In 2008, major changes were made in the criteria for the JAPAN PRIZE, expanding eligibility to “all educational media with audiovisual content, including videos, websites, games, and other interactive materials.” At the same time, the title was also changed to the JAPAN PRIZE International Contest for Educational Media.1

1 The divisions and categories of the contest have undergone changes since 2000, and as of

2010 (37th JAPAN PRIZE), there are two divisions: The Audiovisual Division (consists of five categories: Pre-school, Primary, Youth, Continuing Education, and Welfare Education), which encompasses audiovisual content produced for the purpose of education, and the TV Proposal Division (proposals for educational TV programs from countries/regions with limited budgetary

or technical means) A total of 360 entries were submitted for the Audiovisual Division and 49 for the TV Proposal Division, of which 78 from the first division and 5 from the second division passed the Preliminary Selection process and made their way to the Final Selection process in

It can be said that educational programs and content entered a new era beginning in the year 2000 Together with the JAPAN PRIZE participants, I have viewed quite a number of educational programs and other content entered in the contest from around the world and exchanged comments with participants In this report, I will use examples from specific programs to introduce the major trends of the past ten years, along with highlights of their content and viewer characteristics, and observations about the changing media environment.2

1 Fresh Perspectives on Social Realities

Programs and e-learning applications addressing drug abuse

Spreading drug abuse among young people is a problem of concern in recent years in Japan, but it was the issue that had earlier gained widespread attention in North America The 2000 Grand Prix Japan Prize winner, “Through a Blue Lens”∗ created by the National Film Board of Canada (NFB),3

The program portrays a team of police officers in Vancouver that patrols designated areas and films the lives of drug addicts．This footage is used to teach young people about the negative effects drugs can have on both mind and body The team builds a relationship of trust and confidence with the drug addicts and works to gain insight into their thinking and concerns By showing this film to young people, the police hope to communicate the horrors of drug use The 52-minute documentary is a profound program tracing the endeavors of the members of the police team

is a program highly praised for its innovative perspective that has left a lasting impression even to this day

At one point during the documentary, an officer explains that “the addicted drug users understand that they are a burden to their surroundings, and by speaking about their experiences, they are hoping to give back to society.” The program was made possible by the trust established between the police team and the drug addicts Using to

2 A summary of past award-winners and other participants can be found in the reports issued by the Secretariat, as well as on the website ( http://www.nhk.or.jp/jp-prize/ ) See also Kodaira 1997, Kodaira 2003, and Kodaira 2007.

JAPAN PRIZE and many have been awarded prizes

best advantage the characteristics of television to visually and emotionally appeal to the audience, it succeeds in drawing viewers into a world portraying people and situations not normally encountered in everyday life

This documentary was shown not only to young people, but also to newly recruited police officers for educational purposes The program is also a DVD teaching resource,

as well as being shown on the NFB website A teacher’s guide is also available Among the addicts who appeared in this documentary, some were able to break away from their drug dependence and rehabilitate themselves, and that result adds all the more to the educational significance of this film

Another example that addressed the drug problem and had a strong impact on participants was an e-learning application entered in 2010 called “Aftermath.” This application was produced by Zone4 Digital Media, a digital production company in Australia, for Queensland Health It was developed after reviewing a past campaign intended to eradicate drug use that had ended unsuccessfully, and is notable for its effort

to find an attractive learning tool for young people

“Aftermath” is an interactive narrative that places the user in everyday situations where illicit drugs may be offered, such as at a music festival, in a club, at a party, and

in the workplace The story begins with the user being offered drugs from a variety of people, and then follows the different paths that result depending on how the user responds (yes/no) to each offer; it also looks at the multiple consequences of the choices made Instead of one-sided instruction, the application is creatively programmed to produce an educational effect by providing users with choices and the freedom to think and decide for themselves “Aftermath” has been released across Queensland on touch-screen kiosks that have been placed at major universities and colleges

Developments in HIV/AIDS education programs

Since the mid-1990s, an increasing number of entries to the JAPAN PRIZE have focused on HIV/AIDS education In 2005, programs from African countries, where policies call for the rapid spread of HIV/AIDS education in schools and communities, gained attention “Talk Back on HIV/Aids” by Botswana Television is one such example that is accompanied by sign language and printed educational materials

“Takalani Sesame Presents: Talk to Me ” (the 2005 Best Program in the Issues in Education category) is a program that was produced as a part of an educational

campaign in South Africa aimed at encouraging people to talk about HIV/AIDS in both the community and the household The program involves VTR coverage of three families and a studio discussion between the families and professionals The goal is to

discuss how to confront the problem and stimulate thought on the matter “Talk to

Me ” was broadcast as a special feature of a popular TV series, “Takalani Sesame,” which started in 2000 as a South African version of “Sesame Street” with special emphasis on the HIV/AIDS curriculum One of the main characters of the series is a five-year old, HIV-positive girl muppet, and the series attempts to spread proper knowledge about this crucial social issue among children at an early stage of education Research showed that those who have seen even a part of this TV program were more than twice as likely to talk with children about this topic in their households

Insights from within on the world of hearing disabilities

Many excellent programs addressing hearing disabilities have been entered to the JAPAN PRIZE from early in its history; the 2001 Grand Prix Japan Prize winner,

“Sound and Fury” (entered by Public Policy Productions & Aronson Film Associates, United States), is one such program that particularly impressed me

The possibility of restoring hearing in deaf people using cochlear implants has been increasing This documentary program shows two couples who have young deaf children and their struggle with the difficult decision of whether to give their children the implants or to allow them to grow up as they are Both parents of one of the children are deaf and they take pride in deaf culture and their independence from the hearing world, but their five-year old daughter has taken an interest in the world of sound and wants to have the implants The parents feel that she should develop her signing communication ability within deaf society and establish her identity as a deaf person Then they discover a community where deaf people are accepted, and decide to move there As a result of the move, their daughter decides not to have an implant The other couple chooses to have their infant son receive the implants The wife was raised by deaf parents and respects deaf culture, but she and her husband come to the conclusion that having the implants would offer their son the best chance for a successful future This program shows the complexity of the clashes of perspective and the internal conflict experienced by the couples as they made their decisions It beautifully captures

a discussion among ten or so people speaking solely in sign language By dramatically portraying the clashing views on cochlear implants, the program presents a thought-provoking and emotionally charged examination of family, identity, disability, children’s rights and the preservation of a minority culture—the culture of deafness

“Sound and Fury” provides a rare insight into the world of the hearing-impaired not easy to access for most hearing people Viewers will experience one of the important effects of educational programming: the progressive re-examination of one’s own

attitudes

The personal expression of artists with Down syndrome

“Tying Your Own Shoes” by Canada’s NFB was selected as the 2010 Best Work in the Welfare Education category It is a documentary featuring animations created by four adults (ages 22 to 41) with Down syndrome By combining interviews with each artist’s beautiful self portrait and personal narration, the film provides a unique view into the world of Down syndrome experienced from the inside, as well as an intimate glimpse into the exceptional mindsets and emotional lives of these individuals It is an effective way for students and teachers to explore disability, art and identity, self expression, and the nature of discrimination with a view to opening our minds to understanding what it means to be different in society

Though programs on Down syndrome are not uncommon, the method used in this program to depict the world through the very eyes of those living with the condition appeals strongly to the viewer in gaining a proper understanding of such people It allows the viewer to better understand disability, address diversity, and talk openly about ways to break down stereotypes about people with special needs

The program director, Shira Avni, worked closely with each of the four subjects in the film to teach them how to produce their own personal animation stories for this production Their efforts have proved successful in demonstrating the power of storytelling through personally produced art, giving each of the subjects in the film a means of self expression The target audience covers a wide spectrum, from children ages eight and over, people requiring special care, parents and teachers, to people working in the field of special needs

Programs and websites created by the disabled

In addition to “Tying Your Own Shoes,” other programs and websites produced by disabled persons gained attention at JAPAN PRIZE 2010 “Shine On!: Barrier-free

Variety Show,” a program produced by NHK, was developed in the hopes of breaking

popular stereotypes of the disabled, including well-meaning preconceptions such as that the disabled are always striving to overcome difficult lives The program gathered interest among participants due to its innovative idea of introducing the conditions, thoughts, and feelings encountered by the disabled in their daily lives using the format

of a light-hearted variety show

“Ouch!” by the British Broadcasting Corporation (BBC) is a website in which

everyone, including the editors and contributors, is disabled Developed specifically for

a disabled audience, the website presents various kinds of information, interviews, images, message boards, and blogs, all of which promote independence, self esteem, belonging, and understanding Just like the NHK “Shine On!” program, it looks at achievement and shares important experiences with humor and creativity “Ouch!” is about lifestyles rather than lifeskills, making it very different from most websites for the disabled

2 Looking into the Realities of the Past

More on the topic of war

One of the features of the JAPAN PRIZE 2010 was the large number of programs, websites, and educational games treating the theme of World War II Behind this trend is the diminishing number of those who directly experienced World War II

A TV program that particularly caught my attention was “Busting the Berlin Wall” (Special Prize, 2010) by Zweites Deutsches Fernsehen (ZDF) of Germany This historical documentary was highly praised due to its unique approach to the “Wall”; the documentary explored various examples of the extraordinary methods by which people escaped from East to West, using advanced computer-generated images and testimonies from actual escapees

Among websites, “Apocalypse” by France Televisions gathered notice A companion

to a successful TV series, the website is intended to provide viewers with the opportunity to learn about the second world war that involved so many countries, and displays an easily navigated timeline that depicts where and when certain events occurred With releases of previously undisclosed photos of the war in addition to already published videos, viewers are able to learn about the war as though they are watching a documentary film

“Lesson Starters: The Holocaust” by Teachers TV of the United Kingdom is an 18-minute program telling the story of the Holocaust aimed at children ages 11 to 16 It

is composed of 6 short films that include the testimonies of a Jewish family in the 1930s, the moving story concerning an accordion that was played for friends being sent to the gas chambers, and the story of a Jewish person who survived by hiding in the central part of Berlin for three years This production can be downloaded at the Teachers TV website (see section 8 below, on Teachers TV)

Reflecting on the true nature of war through TV and games

“13 at War/13 in de oorlog” by the Nederlandse Programme Stichting (NPS), a public

broadcasting organization in the Netherlands, is one of the other entries that claimed my attention, not just within its category but in the JAPAN PRIZE 2010 as a whole NPS was interested in developing cross-media educational material on World War II for children and the “13 at war/13 in de oorlog” successfully combines the strengths of television in “narrative” and the strengths of the Internet in interactivity, aiming to evoke critical thinking about the war among children ages 8 to 13

The 13-episode television series guides children to reflect upon the meaning of warfare by depicting World War II through the eyes of children, incorporating a drama

in which a different child plays the lead role in each episode, visual records from the time of the war, and a historical commentary report presented by a girl reporter visiting various war monuments The first episode of the program that was entered in the JAPAN PRIZE is called “The City Engulfed by Flames”; the lead role is a ten-year old boy living in Rotterdam The story depicts his city being bombed by German forces and burning to the ground, during which the boy’s mother is killed

The interactive role-playing game linked to this program begins with the surrender of the Netherlands The plot centers on the search for the player’s missing father, and the player encounters various challenges Difficult decisions must be made such as whether

to help search for a hideout for a Jewish person and whether or not to risk the player’s own life The game not only explains the historical course of warfare in a simplified manner, it encourages children to think about what kind of actions humans take when faced with the realities of war In this way, the game tells the children that war cannot simply be labeled as black or white

Besides the TV program and game, magazines and books, as well as teaching resource packages are available Six episodes out of the thirteen are intended for incorporation into school curriculums, and on-demand viewing is provided via a school broadcast website

Regional history based on citizen made films

These days the use of visual records from a region’s past for educational purposes is no longer unusual “My Memory’s on a Roll/J’ai la mémoire qui tourne” (entered by Turbulent – La Ruelle, Canada), an audiovisual collection site built with 10,000 short family films shot by amateurs all over Quebec, gathered widespread interest among the participants in JAPAN PRIZE 2010 This site was made possible by collaboration between the cable channel Historia TV and a team of researchers The site introduces the daily life of ordinary citizens between the 1920s and 1980s and can be considered a unique, social and anthropological portrait of the cultures and traditions of Quebec

The collected footage is divided into eight themes including transportation, labor, media, and human rights This website is prepared in accordance with the curriculum guidelines of the Education Ministry of Quebec with the aim of shedding light on the past in order to better reflect on the present and future The site allows a wide range of students, from elementary to college, to learn about their region’s politics, society, environment and culture from various viewpoints The core of this website is its immense visual databank and its efficient tagging and annotation system Teachers in a variety of subjects, such as history, geography, sociology, civics, philosophy, chemistry, and technology, have expressed high expectations for the usefulness of this site

3 Treating the Hearts and Minds of Children

I would like to focus next on programs and websites that relate to the sources of serious emotional suffering among children As bullying, discrimination, sex-related issues, child abuse, and other difficult-to-solve problems become ever graver, the role of television and other media gain greater influence Programs with innovative perspectives on these issues are increasing in the JAPAN PRIZE, as well

Changes in educational programs regarding bullying

Educational programs taking up the topic of bullying have been produced worldwide since the 1990s What was originally deemed a topic for middle school and high school students gradually began to gain attention as a theme for elementary students, and in the

1996 contest, the school broadcast program “Good Health: No Bullying Here” (Carlton Television, United Kingdom) targeting 7 to 11 year olds, received the Grand Prix Japan Prize This well-performed drama program based on intensive research realistically portrays bullying at an elementary school The program was highly appreciated because

it brings to light insights about bullying from different perspectives (children, teachers, and parents) and stimulates discussion of bullying among all those involved

“Watch: Bullying,” the BBC school broadcast program that was entered in the 2002

contest, targets the even younger age group of five to seven A notable characteristic of this program is its focus on provoking positive thinking, such as how to create an environment in which everyone is happy, and just not on exposing acts of bullying The

BBC also later produced a school broadcast series called “Emotional Literacy” for

lower grades in elementary schools and for teacher training The episode on the theme

of “anger,” entered to the JAPAN PRIZE 2005, dealt with ways to foster the ability to create healthy human and social relations through appropriate responses to various

kinds of emotions

A unique program of stories with two endings

“Being Friends,” a 2010 entry in the contest produced by the Swedish Educational Broadcasting Company (UR), is a school broadcast series (10 minutes x 8 programs) targeting the lower grades of elementary school The goal of this series, which is based

on dramas dealing with children’s daily lives, is to preempt harassment and bullying among children by provoking discussion in classes about the right to be the person you are and the obligation to respect people, regardless of their looks, background, and personality By so doing, the hope is to create a comfortable school life for these students

The program entered in the JAPAN PRIZE 2010 was about “being made an outcast

by friends.” Aida, a second-grade girl, is depressed because she is being given the cold shoulder by her close friend Marissa This is because Marissa looks up to the popular girl of the class, Agnes, who dislikes Aida Aida is the only one not invited to a party hosted by Agnes, and the story ends as Aida hides in the bathroom, crying However, there is another ending to the story The alternate story backtracks in the drama and moves toward a different ending, showing how the outcome would have differed had certain actions been different By showing both a sad and happy ending, the program teaches children that it can take only a little bit of courage to turn a situation into something positive for everyone

Each of the eight episodes has such a double ending, and the significance of the program is that, rather than providing immediate answers, it provides both children and teachers the opportunity for introspection

Appeal for understanding of Asperger’s syndrome

The Best Program in the Youth Education category of the JAPAN PRIZE 2007 was

“The Boy Inside” (MSK Productions, Canada) The main character is 12-year old Adam,

a boy suffering from a form of autism called Asperger’s syndrome (ASD), and who is bullied at school and remains unable to join a circle of classmates The program was produced by Adam’s mother, who sought to spread awareness and understanding of the increasing cases of Asperger’s syndrome affecting children throughout the world She appears in person in the documentary and performs the role of narrator

Viewers cannot help but be deeply moved by the producer’s commitment, made possible by the quite surprisingly open and honest portrayal of Adam and his family which shows clearly where the source of the problems lies “The Boy Inside” was

highly commended as a program to help educators, parents, students with ASD, and their peers learn how to connect with one another and create a supportive learning environment that values diversity After the broadcast, we learned that it had been revelatory not only for teachers and parents, but the boy who had been bullying Adam also admitted that he had changed his attitude in response to the program “The Boy Inside” was released on VHS and was included on British Columbia’s list of recommended educational resources for teachers The documentary received widespread recognition both within Canada and beyond as an educational resource that inspires acceptance of “differences” and mutual understanding

Thinking about one’s own existence

JAPAN PRIZE 2010 drew many entries that focused on the keyword “philosophy.”

“I Think, Therefore I Am, Part 2: Who Am I?” by the Finnish Broadcasting Company (YLE) is a school broadcast program for 8 to 12 year olds, and explores philosophical questions about life and self existence through the candor of children The program involves visits to elementary schools in various regions of Finland, where children are asked questions without a clear-cut answer, such as: “What is the difference between something that is alive and something that is not alive? “What is the difference between

a human being and a robot?” “What would the world be like if everyone were the same?” and “What would the world be like if there was no such thing as death?” The children are asked to respond not only in words but by drawing pictures, as well

In the 15-minute program the children’s pictures are animated and incorporated into the scenes as the children answer the questions, portraying their daily lives and thinking The children respond with answers like “A robot can’t be bullied because it doesn’t understand that it’s being bullied Humans can be bullied because they have a soul They can get upset” and “If everyone was the same everyone would be friends because it’s easy to like yourself But you wouldn’t recognize anyone Everyone would look the same.” While introducing these responses, the program provides children with the opportunity to consider philosophical concepts such as “Life has meaning because there

is death” and “You are aware of your own existence by encountering a variety of perspectives and recognizing the ‘differences’ among individuals.”

This is an educational program that not only aids in the development of the self-understanding that is important for mature growth, but that also fosters critical thinking, self-expression, and the ability to exchange opinions

“Beyond Reason” (2010 entry by Arche Cultural, Brazil) is a clay animation program with no dialogue, which was designed to introduce Nietzsche’s philosophy on order and

instinct in Brazil’s public schools, where philosophy will become a compulsory subject

in 2012 “Beyond Reason” draws the interest of the children because of the attractive way it is produced, and it is designed as a program to be used in classrooms as an opportunity to philosophically examine everyday life and participate in discussion

“Next Stop ” (entered in the 2008 and 2010 contests by Der Kinderkanal ARD/ZDF (KIKA) of Germany), targeting 10 to 15 year olds, was also created with the purpose of contemplating life, and provides a variety of perspectives on themes such as happiness, justice, and truth The program focuses on two girls travelling by bus as they seek answers to questions like “Why do people die?” and “Why do I feel fear?” with inserts of advice from adults and proverbs by philosophers The episode entered in 2010 centers on discovering what happiness is, citing Aristotle’s famous words that,

“Happiness is the meaning and purpose of life, the whole aim and end of human existence.” The program indicates that the definition of happiness differs from person to person

Making adults think about child abuse

The entries include programs that focus upon the problem of adults who harm children

“OPEN FRAME: That Year That Day” (Leoarts Communication, India) takes on the

extremely serious topic of sexual abuse of children This production was highly commended for explicitly addressing a difficult problem in a country that is not accustomed to talking openly about sex (2006 Best Program in the Issues in Education category) Six adults who were sexually abused as children are interviewed, and the program delves deeply into the nature of sexual assault and the effects upon the psychological development of people who were mistreated “Open Frame: That Year That Day” is an impactful production that aims to stir awareness about child sexual abuse among adults and seek solutions

4 Enhancing Interest in Science

The program that was the recipient of the 2010 Best Work in the Primary category (target age 6 to 12) was “Discover Science: Let’s See the Speed of Sound,” a coproduction by NHK, NHK Educational Corporation and the Al Jazeera Children’s Channel This program was highly rated for its method of presenting the depth and appeal of science in an easy-to-understand manner, exploring natural laws using one’s own hands and eyes to perform large-scale experiments instead of relying on computer graphics and special effects